Statements on Teaching Evolution

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== Professional Societies ==
== Professional Societies ==
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=== American Association of Physics Teachers ===
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From the [http://www.aapt.org/Policy/evolutandcosmo.cfm "AAPT Statement on the Teaching of Evolution and Cosmology"], adopted by the Executive Board of the American Association of Physics Teachers on April 24, 2005:
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The Executive Board of the American Association of Physics Teachers is dismayed at organized actions to weaken and even to eliminate significant portions of evolution and cosmology from the educational objectives of states and school districts. [...] We do our children a grave disservice if we remove from their education an exposure to firm scientific evidence supporting principles that significantly shape our understanding of the world in which we live. [...] The American Association of Physics Teachers opposes all efforts to require or promote teaching creationism or any other non-scientific viewpoints in a science course.
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=== American Association of University Professors ===
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The Ninety-first Annual Meeting, held in 2005, of the American Association of University Professors adopted a statement on [http://www.aaup.org/statements/Resolutions/Teaching%20Evolution.htm "Teaching Evolution"] that concluded
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This Meeting calls on local communities and state officials to reject proposals that seek to suppress discussion of evolution in our public schools as inimical to principles of academic freedom.
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=== American Astronomical Society ===
=== American Astronomical Society ===
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The AAS also made an earlier statement, by resolution on 10 January 1982, against the teaching of creationist doctrine (at that time known as "Creation Science"). For more information, see our entry on the [[American Astronomical Society]].
The AAS also made an earlier statement, by resolution on 10 January 1982, against the teaching of creationist doctrine (at that time known as "Creation Science"). For more information, see our entry on the [[American Astronomical Society]].
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=== American Geological Institute ===
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In January 2000, the AGI Executive Committee reaffirmed its [http://www.agiweb.org/gapac/evolution_statement.html "Position on Teaching Evolution"], originally adopted unanimously in 5 November 1981. In its entirety:
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Scientific evidence indicates beyond any doubt that life has existed on Earth for billions of years. This life has evolved through time producing vast numbers of species of plants and animals, most of which are extinct. Although scientists debate the mechanism that produced this change, the evidence for the change is undeniable. Therefore, in the teaching of science we oppose any position that ignores this scientific reality, or that gives equal time to interpretations based on religious beliefs only.
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=== American Geophysical Union ===
=== American Geophysical Union ===
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Intelligent design is not a scientific discipline and should not be taught as part of the K-12 science curriculum. Intelligent design has neither the substantial research base, nor the testable hypotheses as a scientific discipline. There are at least 70 resolutions from a broad array of scientific societies and institutions that are united on this matter.
Intelligent design is not a scientific discipline and should not be taught as part of the K-12 science curriculum. Intelligent design has neither the substantial research base, nor the testable hypotheses as a scientific discipline. There are at least 70 resolutions from a broad array of scientific societies and institutions that are united on this matter.
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=== Botanical Society of America ===
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The society council approved a rather lengthy [http://www.botany.org/newsite/announcements/evolution.php "Statement on Evolution"] on 27 July 2003. Here are two very short, summary excerpts:
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Science education is about teaching valid concepts and those that led to the development of new explanations. [...] The proponents of creationism/intelligent design promote scientific ignorance in the guise of learning. As professional scientists and educators, we strongly assert that such efforts are both misguided and flawed, presenting an incorrect view of science, its understandings, and its processes.
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The National Science Teachers Association (NSTA) strongly supports the position that evolution is a major unifying concept in science and should be included in the K-12 science education frameworks and curricula. [...] NSTA also recognizes that evolution has not been emphasized in science curricula in a manner commensurate to its importance because of official policies, intimidation of science teachers, the general public's misunderstanding of evolutionary theory, and a century of controversy. In addition, teachers are being pressured to introduce creationism, "creation science," and other nonscientific views, which are intended to weaken or eliminate the teaching of evolution.
The National Science Teachers Association (NSTA) strongly supports the position that evolution is a major unifying concept in science and should be included in the K-12 science education frameworks and curricula. [...] NSTA also recognizes that evolution has not been emphasized in science curricula in a manner commensurate to its importance because of official policies, intimidation of science teachers, the general public's misunderstanding of evolutionary theory, and a century of controversy. In addition, teachers are being pressured to introduce creationism, "creation science," and other nonscientific views, which are intended to weaken or eliminate the teaching of evolution.
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=== North American Benthological Society ===
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The entire [http://www.benthos.org/classified/index.cfm/AdID/738/task/display "NABS Statement Endorsing Evolution by Natural Selection"], dated 9 July 2001:
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The North American Benthological Society recognizes Biological Evolution, including common ancestry of life of earth, descent with modification, speciation through lineage splitting, and the mechanism of natural selection as facts supported by empirical evidence. Moreover, since evolution by natural selection is the central unifying theory of biology, we recognize the importance of incorporating evolution into ultimate causal explanations of ecological, biogeographical and physiological phenomena within aquatic ecosystems. We strongly endorse the teaching of evolution as science in schools.
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=== Society for Neuroscience ===
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The summarizing conclusion of the SfN's [http://apu.sfn.org/content/AboutSfN1/Guidlines/evolution.html "Statement on Evolution and Intelligent Design"] reads:
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For these reasons, the Society for Neuroscience categorically opposes the teaching of ID ["Intelligent Design"] in science classrooms. Further, the Society for Neuroscience emphatically supports the teaching of Evolutionary theory, as it is necessary for a valuable scientific education and for understanding of the diversity and origin of all living organisms.
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== Additional Sources ==
== Additional Sources ==
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* [http://www.agiweb.org/gap/legis108/evolution.html "Political Challenges to the Teaching of Evolution"], American Geological Institute: Government Affairs Program.
* [http://www.aip.org/fyi FYI: The AIP Bulletin of Science Policy News].
* [http://www.aip.org/fyi FYI: The AIP Bulletin of Science Policy News].
* [http://www.ncseweb.org/default.asp National Center for Science Education].
* [http://www.ncseweb.org/default.asp National Center for Science Education].
* [http://bobpark.org/ "What's New", by Bob Park].
* [http://bobpark.org/ "What's New", by Bob Park].

Revision as of 03:37, 7 October 2005

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